Sabine Seufert
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Prof. Dr.
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Seufert
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Sabine
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sabine.seufert@unisg.ch
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+41 71 224 2632
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Now showing 1 - 10 of 103
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Publication

Big Data in Education: Supporting Learners in Their Role as Reflective Practitioners.

, Seufert, Sabine , Meier, Christoph , Kinshuk, E.

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Publication

Kompetenzen von Führungskräften zur Gestaltung der digitalen Transformation von Bildungsorganisationen

2023 , Sabine Seufert , Lukas Spirgi , Tobias Röhl , Johannes Breitschaft , Eliane Burri , Nicole Wespi

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Publication

Computational Thinking Assessment – Towards More Vivid Interpretations

2022-01-27 , Guggemos, Josef , Seufert, Sabine , Román-González, Marcos , Ifenthaler, Dirk

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Digitale Kompetenzen von Lehrpersonen – Ergebnisse einer empirischen Untersuchung in der Berufsbildung

2022 , Seufert, Sabine , Guggemos, Josef , Gerholz, Karl-Heinz , Schlottmann, Philipp , Slepcevic-Zach, Peter , Stock, Michaela

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Publication

Hybride Intelligenz: Zusammenwirken von menschlicher und maschineller Intelligenz

2024 , Sabine Seufert , Christoph Meier , Sabine Seufert , Siegfried Handschuh

Mit der rasanten Verbreitung von Anwendungen generativer KI wie z.B. ChatGPT, Midjourney oder GitHub Co-Pilot in den letzten Monaten beginnen sich Arbeitsroutinen breitflächig zu verändern: Studierende erzeugen Textpassagen mit ChatGPT; Illustratoren erzeugen Visualisierungen mit Midjourney; Software-Entwickler lassen sich Code-Passagen von GitHub Co-Pilot er

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Publication

Zukunft „smarte Bildung“: Gestaltung einer produktiven Zusammenarbeit zwischen Mensch und Maschine/KI-System?

2023 , Seufert, Sabine , Meier, Christoph , Felgentreu, Jessica , Gloerfeld, Christina , Grüner, Claudia , Karolyi, Heike , Leineweber, Christian , Wessler, Linda , Wrede, Silke E.

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Publication

Social robots in education: conceptual overview and use case of academic writing

2022-01 , Guggemos, Josef , Seufert, Sabine , Sonderegger, Stefan , Burkhard, Michael , Ifenthaler, Dirk , Isaías, Pedro , Sampson, Demetrios

Social robots are increasingly being used in education. They can take over various roles including teaching assistant, tutor, and novice. This chapter aims to provide a conceptual overview of the phenomenon. A classification of social robots is outlined; the criteria are: visual appearance, social capabilities, and autonomy and intelligence. The majority of robots used in education are humanoid; Nao from SoftBank Robotics is a quasi-standard type. An important social capability is empathy; a model illustrating how a robot can show empathy is discussed. A taxonomy is presented in order to capture the various degrees of robot autonomy. To achieve autonomy, artificial intelligence is necessary. This chapter advocates for a symbiotic design approach where tasks are collaboratively carried out by the teacher and the social robot, utilizing the complementary strength of both parties. This may be in line with the concept of hybrid intelligence. The ethical aspects of social robot use are explored, including privacy, control, responsibility, and the role of teachers. Moreover, the acceptance of social robots is discussed. Overall, attitudes towards social robots seem to be positive; however, there are also contrary findings. Finally, results are presented from a technology acceptance study with a sample of N = 462 university students from the social sciences. The chapter closes with suggestions for further research.

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Fortgeschrittene Digitalisierung und Strategien für die berufliche (Weiter-)Bildung. Augmentation, Fusion Skills und Augumentationsstrategien.

2023-11-02 , Sabine Seufert , Christoph Meier , Claudia De Witt , Christina Gloerfeld , Silke Elisabeth Wrede

Ausgehend von Entwicklungen im Bereich künstliche Intelligenz und Machine Learning finden leistungsfähige »Smart Machines« zunehmend Eingang in Berufs- und Arbeitsfelder. Damit wird die Fähigkeit, mit Smart Machines produktiv zusammenzuarbeiten, nicht nur zu einem wichtigen Treiber für Leistungsfähigkeit – von Einzelpersonen, von Teams sowie von gesamten Organisationen – sondern auch zu einem wichtigen Bildungsziel. Bildungsverantwortliche sind daher gefordert, Konzepte wie Augmentation, ›Fusion Skills‹ und Augmentationsstrategien zu verstehen und ihre Bildungsarbeit darauf auszurichten.

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Publication

Who is Best Suited for the Job? Task Allocation Process Between Teachers and Smart Machines Based on Comparative Strengths

2022-08-21 , Burkhard, Michael , Guggemos, Josef , Seufert, Sabine

Due to advances in machine learning (ML) and artificial intelligence (AI), computer systems are becoming increasingly intelligent and capable of taking on new tasks (e.g., automatic translation of texts). In education, such AI-powered smart machines (e.g., chatbots, social robots) have the potential to support teachers in the classroom in order to improve the quality of teaching. However, from a teacher’s point of view, it may be unclear which subtasks could be best outsourced to the smart machine. Considering human augmentation, this paper presents a theoretical basis for the use of smart machines in education. It highlights the relative strengths of teachers and smart machines in the classroom and proposes a staged process for assigning classroom tasks. The derived task allocation process can be characterized by its three main steps of 1) break-down of task sequence and rethinking the existing task structure, 2) invariable task assignment (normative and technical considerations), and 3) variable task assignment (efficiency considerations). Based on the comparative strengths of both parties, the derived process ensures that subtasks are assigned as efficiently as possible (variable task assignment), while always granting priority to subtasks of normative importance (invariable task assignment). In this way, the derived task allocation process can serve as a guideline for the design and the implementation of smart machine projects in education.

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Publication

AI-supported systems for integrated skills-management and skills-development

2022-11 , Meier, Christoph , Seufert, Sabine , Ifenthaler, Dirk , Seufert, Sabine

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